Science CCS#: 3 and 13. Identifying fossil fuels and describing ways to sustain natural resources, including recycling, reusing, conserving, and protecting the environment.
Summary: In this PBL project, students will research, collaborate and discover ways to use recycled items. Students will create a new product using at least 50% recycled materials. Students will present their product and the process they used to create it though a multi-media presentation.
Driving Question: How can I inform the community on how to reduce waste by recycling and reusing materials?
Entry Event: We grabbed the attention of the students by taking them to visit a nearby landfill. We discussed the different parts of an landfill and let the students draw their own conclusions about the waste they throw away each day. The students were amazed and ready to start helping make the world a better place.
Before beginning the PBL, the students signed a group contract on team work. They also were given a calendar of due dates and notebook checks plus rubrics that set my expectations for collaboration and final product.
Landfill Models: After the landfill field trip and lesson, the students created a landfill model by researching and collaborating with their partners. They presented their landfills to the class and explained each layer.
Essential Questions through the lessons..... Students collaborated during the lessons to answer the following questions. Where does your garbage go? What is litter? What is a Landfill? How are landfills formed? What does it mean to reduce? What is recycling? What does it mean to reuse? How can we reuse items?
Guest Speakers: We had two quest speakers throughout our unit. PALS (People against a littered state) and Auntie Litter. PALS answered clarifying questions to help them with their presentation. Auntie Litter taught our students the importance of the 3 R's through song.
Discovery Ed videos were used throughout the lesson: Reusing and Recycling Videos
The students broke off into groups and began to collaborate and use critical thinking skills when designing a blue print of their treasure from trash. The reusable item needed to help others and reduce waste. This allowed the students to have voice and choice about their project when designing the final product and board. The students then meet with me for feedback to help with revision. After the blue print was approved, the students began to bring in items for our "Trash to Treasure Day". They spend half the day communicating and collaborating with each other in the design of their project.
Before presentation day, the students practiced with their peers and listened to constructive criticism.
Presentations
In the end, the students learned the importance of the 3 R's and the importance of saving our earth. They learned how to take trash and create new items that helps reduce waste. They also learned listening, speaking, and presentation skills.
Summary: In this PBL project, students will research, collaborate and discover ways to use recycled items. Students will create a new product using at least 50% recycled materials. Students will present their product and the process they used to create it though a multi-media presentation.
Driving Question: How can I inform the community on how to reduce waste by recycling and reusing materials?
Entry Event: We grabbed the attention of the students by taking them to visit a nearby landfill. We discussed the different parts of an landfill and let the students draw their own conclusions about the waste they throw away each day. The students were amazed and ready to start helping make the world a better place.
Before beginning the PBL, the students signed a group contract on team work. They also were given a calendar of due dates and notebook checks plus rubrics that set my expectations for collaboration and final product.
Landfill Models: After the landfill field trip and lesson, the students created a landfill model by researching and collaborating with their partners. They presented their landfills to the class and explained each layer.
Essential Questions through the lessons..... Students collaborated during the lessons to answer the following questions. Where does your garbage go? What is litter? What is a Landfill? How are landfills formed? What does it mean to reduce? What is recycling? What does it mean to reuse? How can we reuse items?
Guest Speakers: We had two quest speakers throughout our unit. PALS (People against a littered state) and Auntie Litter. PALS answered clarifying questions to help them with their presentation. Auntie Litter taught our students the importance of the 3 R's through song.
Discovery Ed videos were used throughout the lesson: Reusing and Recycling Videos
The students broke off into groups and began to collaborate and use critical thinking skills when designing a blue print of their treasure from trash. The reusable item needed to help others and reduce waste. This allowed the students to have voice and choice about their project when designing the final product and board. The students then meet with me for feedback to help with revision. After the blue print was approved, the students began to bring in items for our "Trash to Treasure Day". They spend half the day communicating and collaborating with each other in the design of their project.
Before presentation day, the students practiced with their peers and listened to constructive criticism.
Presentations
In the end, the students learned the importance of the 3 R's and the importance of saving our earth. They learned how to take trash and create new items that helps reduce waste. They also learned listening, speaking, and presentation skills.